An Analysis of Narrative Discourse in Teaching and Learning

在本研究中，我们试图构建一个研究框架，考察“话语”和“叙事”这两个在人文社会科学中被视为重要方法论概念的概念。因此，我们将教师的教学叙事话语（语境中的语言表达），即教师对教学实践的叙述作为研究对象。通过对客体的解读，我们可以探究“话语”（意义建构的社会文化框架），它决定了教师的叙事，也决定了教师的实践知识。我们可以使用与教师-参与者互动访谈的方法来收集数据，并通过协作解释日期来描述案例。在此框架下的案例研究中，我们展示了话语如何决定教师的叙事，以及教师的实践知识具有什么样的叙事结构。综上所述，我们可以指出研究结果的三个维度：1)教师的叙事话语在教与学的研究中具有重要的意义；2)对日期的解释，可以理解“话语”的某些方面，这些方面决定了教师的叙事和教师的实践知识；3)通过对日期的解释所描述的案例，以范例的方式对教师具有实践意义。

In this research, we try to construct a framework for the research, examining concepts of "discourse" and "narrative" which are understood as important methodological concepts in the humanities and social sciences. As a result, we take teachers' narrative discourse (linguistic expressions in a context) of teaching and learning, namely teachers' narratives of teaching practices, as an object of study. Interpreting the object, we can inquire into "Discourse" (socio-cultural frame of meaning making), which determines teachers' narratives, and teachers' practical knowledge. We can use the methods of interactive interviews with teachers-participants for collecting the data, and of case description through interpreting the date collaboratively. In case studies based on this framework, we show how Discourse determines teachers' narrative and what kind of narrative structure teachers' practical knowledge has.In conclusion, we can point out three dimensions of research results : i) teachers' narrative discourse has significant date in the research of teaching and learning, ii) interpreting the date, it is possible to understand some aspects of "Discourse" which determines teachers' narratives and teachers' practical knowledge, iii) the cases which are described through interpreting the date have the practical meanings for teachers by way of exemplars.